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- W3206904877 abstract "AbstractThe adoption of OERs by educational content developers is a progressive process that follows four distinct phases starting from initial scepticism and resistance, through appreciation phase, followed by adoption and eventual transition to creators of OERs. This is what was established in a three-stage process of creating online research methods short courses that were followed by university lecturers. A blended learning approach was implemented to extend what was previously primarily face-to-face delivery of research methods courses. Face-to-face instructional design and blended learning training were convened to initiate the blended learning project, which was executed virtually over several months. The lecturers, who are subject matter experts in research methods, were trained and supported in the design and development of blended learning to incorporate digital learning resources, including OERs. These lecturers were introduced to the benefits of OERs in designing courses and were taught how to search for OERs and use them in the course of course design. Using content analysis of the developed courses and interviews with the lecturers, we report findings of how these progressive phases played out and what factors influenced each phase. The findings can be used to accelerate the adoption of OERs among education content developers in African higher education and hence contribute to the practice of OERs adoption.KeywordsOERs adoptionAfrican higher education OERsEducational content developmentBlended learning development" @default.
- W3206904877 created "2021-10-25" @default.
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- W3206904877 date "2021-01-01" @default.
- W3206904877 modified "2023-10-14" @default.
- W3206904877 title "A Progressive Approach to OER Adoption in Development of Short Online Courses by University Lecturers" @default.
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- W3206904877 doi "https://doi.org/10.1007/978-981-16-4099-5_14" @default.
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